Standard 4 states that mentors should support beginning teachers to facilitate learning for their students. You developed a list to be used as a resource for BTs that details current programs in place, and that includes:
Curricular Programs
Behavior Plans/Expectations
Lesson Plan Development Requirements
Paperwork Requirements
Hidden Rules/ School Culture/ “How we do things around here…”
Which of the present practices do you believe are most important for BTs to be aware of? Why?
Standard 4: Which of these practices do I believe are most important for BTs to be aware of? Why?
ReplyDeleteI believe two of the most important practices to be aware of for beginning teachers new to the profession are the awareness of "who" is responsible for "what" in the school building including the hidden rules/expectations and to also have a firm grasp of behavior expectations of students and appropriate intervention when standards of behavior are not met.
After spending fourteen years at another school and then coming to Alexander Central, I can attest to the fact that each school has it's own set of hidden rules and expectations that new employees should get acclimated to quickly. Many of these expectations and procedures are unwritten. To be a part of a school with a very low turnover rate is a tremendous asset and also a tremendous burden at the same time. Long term faculty and staff have been doing "school" a certain way and do not think to include new staff as to the rhyme or reason for certain procedures. The day to day obligations of teachers and end of semester and end of school year expectations can be a burden without a clear set of guidelines. It is so important in a busy high school that operates at lightning speed to know "who" is responsible for "what" and where to go to for assistance.
I also believe it is critical to the success of beginning teachers to have a firm grasp on behavior expectations and consequences in the classroom. Student learning is impossible in a crazy environment. Beginning teachers need assistance in establishing a set of clear and consistant guidelines so students feel a part of each lesson and understand the high behavior expectations of the teacher.
Blog: Standard 4: Inventory of Present Practices
ReplyDeleteThere are many present practices that are important for BTs to know. First and foremost the beginning teacher must know what their principal expects and demands from the teachers. They are the boss and a BT must learn to follow the rules of the school and meet specific deadlines. They must have classroom management skills that involve being prepared each day with lesson plans that meet the SCS and a consistent discipline plan that follows the school’s expectations. The new teacher must be organized and know when various meetings are and plan accordingly. The beginning teacher must also understand the school policy concerning inclement weather, car duty, emergency lesson plans, making copies, cumulative folders and procedures for collecting money and receipting students. This is just a few things that should be discussed with the new teacher. Many items would be contingent on whether it is an elementary, middle or high school setting. In certain settings the BT’s must be aware of the extra curricular activities where the teacher will share responsibilities such as dance chaperone, morning duty, bus duty or gate duty. One of the most important items that I share with my mentee is encouraging them to be a team player and do what is best for the school and their students and stress that it may not always be the best thing for the BT!
Present Practices:
ReplyDeleteCurricular Programs-Envisions Math, Treasures Reading, The Daily 5, Letterland Phonics, Study Island, World Book Science Power, Voyager Passport
Behavior Plans/Expectations- Implementation of PBIS, display of school rules
Lesson Plan Development-These are required and should contain enough information or be thorough enough that anyone walking in the classroom could pick up and conduct the class should the teacher get sick or have to leave the room immediately. Teachers may choose to order/purchase their own lesson plan book or create them electronically. Lesson plans are to be visible on the teacher’s desk throughout the school day and may be checked periodically.
Paperwork requirements- RTI, PBIS, Lesson Plans, Assessments, Report Cards, Literacy folders, Attendance, Professional Development, cumulative records, book lists, inventories, purchase orders, etc.
Hidden Rules/School Culture-Dress professionally, cafeteria procedures, car duty, Wednesday afternoons need to be kept open for meetings, staff attendance procedures—Call Plus, safety procedures, PTO, workdays, etc.
I think there are at least three practices that are most important for a BT to be aware of within the school. The first is the hidden rules/school culture/ and how things are done around here. These unwritten rules are probably the hardest to understand. Knowing who to contact and how, is a must within a large school like ACHS and it is easy to assume that your BT already knows these things.
ReplyDeleteThe curricular programs help maximize student learning and therefore, is very important for all teachers to understand. These programs have been set up to help struggling students and/or students who need a more challenging curriculum. They can also help the BT with resources and ideas to differentiate instruction.
The third practice that is important for BTs to understand is behavior plans and expectations. At the high school level, I hear many BTs comment that the hardest thing for them is managing student behavior. Teenagers are difficult and they can definitely be challenging. Therefore, I feel like a behavior plan must be in place to ensure that the classroom is a nurturing learning environment.
Important Present Practices:
ReplyDeleteCurricular Programs:
Fundations, Daily Five, Words Their Way, Daily Grammar Practice, Envisions and Investigations Math
Behavior Plans/Expectations:
Having a safe, nurturing learning environment is very important. A BT would need to be sure to have a good behavior system in their classroom to help manage student behavior. It would be my responsiblity to help them establish this in their classroom.
Paperwork Requirements:
I would need to make sure my mentee knew how to complete all the many forms of paperwork teachers complete. This would include attendance, report cards, cum folders, Reading 3-D, IGP's, RtI's, purchase orders, inventories, writing folders, etc.
Curricular Programs
ReplyDeleteBehavior Plans/Expectations
Lesson Plan Development Requirements
Paperwork Requirements
Hidden Rules/ School Culture/ “How we do things around here…”
Behavior programs, paperwork programs, hidden rules.... it is hard for me to determine which of these is the "most important" because they all play such a majorly important role both as separate things and as a whole for the teacher and for the school learning environment.
At ACHS, it is VERY important that curricular practices are known, understood, and followed. DGP (Daily Grammar Practice)is something that we as a county have adopted through ELA and is expected to be taught in Middle School as well as High School. I currently have a CTE teacher as my mentee. I know that she has specific requiremeents that her CTE curriculum and department expect along with testing requirements. While this is out of my area, I have sought and found resources (people) within her dept. who have been able to assist her through learning the process of CTE.
Behavior Plans and expectations are something that I share with my mentees, dsicuss with them, and challenge them with. I try to provide various examples and suggest they seek other teachers in their depts. for advice...but stick to some core principles such as procedures, disc. consequences, parent contact, etc. I have realized over the years that the mentee must buy into the idea of the plan..if not, he/she will not enforce the rules/procedures.
The school culture/hidden rules is something that is a struggle and gift for every new teacher. I'm not exactly sure that it is something that can be "taught" either...I think it is more of a learned "through experience" and time model that most work places have ;however, we, as mentors, can make it easier on mentees by giving them some "heads up" info. about the school environment.
Lesson plan development and paperwork are also key elements of our jobs...Mentees need us to give them some ideas for organiztion of time, etc. I have told my mentees in the past how I have made "weekly timelines." For example, each Thursay, I put grades into NC wise, etc. I have also made each of my mentees a "Substitute notebook" that has an outline and info. for them to set up for their subs in case they are absent from school. I really think that giving our mentees such tools will help them to feel empowered in making their own choices and in feeling like they have some understanding- even early on- about the school and job.
I would probably place the school culture/hidden rules at the top of this list. As others have said, each school is at least somewhat different and perhaps greatly so. Sharing the understanding of how things work at a campus is a rather important practice for mentors. Knowing the expectations and who to see when you have needs reduces stress and helps the mentee to become more efficient which reduces that stress and saves time, something of which new teachers as well as experienced are in short supply. As a mentor I recognize stress as a challenge and especially for new teachers. Understanding the culture of a campus is a significant tool to use in supporting the success of new teachers.
ReplyDeletePaperwork requirements, while important, are especially so for exceptional children teachers. My mentee last year was overwhelmed with the amount of paperwork, especially the notorious blue folders. How to navigate through the paperwork maze is one of the great challenges of new teachers. Mentors have to have enough knowledge of how the works beneath the surface to be as effective as possible in addressing the needs of our new teachers.
Every school has its own set of hidden rules and expectations. Faculty and staff do things a certain way and don’t realize that these “ways and procedures” are not written down. Understanding these “rules” and knowing “who” to keep on your side can truly make the BT’s job easier.
ReplyDeleteIn my opinion, the most important yet most difficult concept for beginning teachers to grasp is classroom discipline and managing student behavior. Most BTs struggle with being firm, clear and consistent when enforcing rules and maintaining discipline. Learning cannot occur in a disruptive, chaotic classroom. I like to tell beginning teachers to start out extra tough and then ease up, not the other way around.
Important Present Practices:
ReplyDeleteCurricular Programs: Daily 5, Science, Social Studies, Envision & Investigations Math, DGP, Writing Fundations, Words Their Way
Behavior Plans/Expectations: A first year teacher needs to have good behavior management skills & rules & procedures in place to run an orderly classroom.
Paperwork: I will need to make sure my mentee knows how to complete any important paperwork, such as cum folders, report cards, attendance, Reading 3D, RtI, writing folders, etc.
NIKKI ICARD
ReplyDeleteAs a newer teacher to the profession, I can attest that one of the most important concepts for a BT to grasp is classroom management. It can take several years for a teacher to develop what works for them and what doesn't. In a high school, most beginning teachers are pretty close in age to their students so they students will test the teachers. It is extremely important for a mentor to share their effective practices and help ensure the mentee is using them.
There are also a lot of hidden rules that run each school. Knowing who to go to for what is extremely important. The administration can sometimes think that everyone knows what is to be done when and how it is to be done. Unless this is shared by the mentors, the mentees have no way of knowing these things. Creating a list and constantly adding to it can be very helpful for a BT.
The most important of the present practices that I feel a BT must be aware of is the hidden rules/school culture. I would hope that most BTs would be aware of curricular programs, behavior plans, lesson plan development and paperwork requirements from their studies in college. Hidden rules are not something that can be learned immediately. I remember thinking I was never gonna “get it” as far as who to call, what to do, or where to find it during my first year teaching. I watch my mentee trying to find these answers and try to help her—but I have found that these are things that I don’t always know to tell her ahead of time. It would be fun to write some of the “unwritten rules” down to pass along to mentees in the future, but I’m not sure everyone would think they are funny!
ReplyDelete~Erin Lewis (ACHS)
What is sad to me is to look at this list and read reviews and realize that as a group - I am including myself - the students education is not the main thing a BT needs to learn. Hidden rules and the school culture probably is the most important. Most of the questions I get are about who do I ask about... ? Where is this kept? When do we... ? Can I sit here in a faculty meeting? Is it ok to park here? Just like our students, our BT's want to fit in and be in the know. They want to make the right friends, stay away from the wrong crowd and do the best they can do at school. Once that comfort is attained, then the teaching and learning is a piece of cake.
ReplyDeleteCurricular Programs-Daily 5, Envisions/Investigations, Reading Basal, Commmon Core, Empowering Writers, daily grammar practice/letterland words their way are the most important for a BT to know at our school.
ReplyDeleteBehavior Plan/Expectations-BT should be aware that we have implemented PBIS (Positive Behavior Intervention Support). They should know what PAWS are and how we implement this program.
Lesson Plans- Best practices comes from following Common Core, county pacing guides. But should make sure they are meeting the needs of their classroom.
They should also be involved in their PLC so that they are meeting weekly with their grade level and being a TEAM PLAYER.
Curriular Programs
ReplyDeleteBehavior Plans
Lesson Plans
Paperwork
Hidden Rules
The best practices of curricular programs at our school would be envisions math, daily grammar practice, daily five and novel units, letterland and words their way, ticket to read and AR.
At our school all BT's should be aware of our schoolwide PBIS program (Positive Behavior Intervention Support). Our staff hands our paws for good behavior and classrooms use a clip up/clip down chart to encourage good behavior.
In lesson planning best practices comes from not only following pacing guides and standard course of study, but also meeting individual needs and differentiating. Collaborating with colleagues and planning activities that engage students are also important!
Curricular Programs - Envisions and Investigations Math, Words Their Way Spelling, Basal Reading, Daily Grammar Practice, Daily Language Review, Daily Reading Comprehension, Human Body Science Kit
ReplyDeleteBehavior Plans/Expectations - We like to be consistent within the grade level with our behavior plans. We like to reward the students for good behavior inidividually, in groups, and as a class.
Paperwork Requirements - Setting up a gradebook is critical for entering grades in NCWISE. We currently use RtIs for our students that are not performing on grade level in math and reading. It is important to save correspondence with parents throughout the year. Student Information sheets should be kept by the phone along with an extra copy in the red bag. Meds should be stored in the red bag so they are accessible wherever the students happen to be at the time.
I feel that the list of “how we do things around here…” along with the paperwork requirements are important for BTs to be aware of. Sadly, I think that beginning teachers are overwhelmed with the paperwork, EC modifications documentation, parent contacts concerning absences, and the list goes on. For four years a beginning teacher has studied the subject area that they will be teaching but it is these details that are not taught in college that is overwhelming for a new teacher. It is my job as a mentor to make sure that these stresses do not replace the need to facilitate learning. Once a beginning teacher feels that these day-to-day details are second-nature, their teaching experience will not be as stressful and they can focus on what they are suppose to be focusing on… STUDENTS!
ReplyDeleteI feel that as a BT the most important things for them to know are the Curricular Programs and the Behavior Plans/Expectations. If the BT does not know the programs or how to use them properly they will not be able to effectively use the resources that they have at hand. This can also cause problems for them when doing RtI paperwork because they may not be using 'research based' strategies.
ReplyDeleteThe Behavior Plan is also important to know because as a school who has implemented PBIS it is a school wide policy to follow a predetermined set of rules and expectations.
It is extremely important that a BT understand the programs and materials that your school has available and is expected to utilize. Sometimes this can be a difficult undertaking as the program or curriculum is new to the mentor as well as the BT! Behavior expectations are also a critical point to address with a BT. To some teachers, classroom management is an easy task. However, it can be a challenging aspect of teaching for many. In our school we have PBIS which outlines behavior expectations for each place in the building and a system for managing classroom behavior. This gives us guidelines and consistency while allowing us some freedom for how to operate our own classrooms. If a BT does not have good classroom management skills, student learning cannot be addressed and focused on as it should be. Many people have mentioned the 'hidden' expectations and procedures that make up a school's climate and culture. I like what Mary Beth Bumgarner says about this issue. We can try to give our mentees a 'head's up' about some of these things but experience is often the best teacher.
ReplyDeleteStandard 4: Which of these practices do I believe are most important for BTs to be aware of? Why?
ReplyDeleteI feel that Behavior Plans/Expectations of students and the classroom as a whole is critical as a first year teacher. Learning will not take place unless students are aware of expectations and can learn in a safe environment. When a principal looks at his/her beginning teachers at the end of the year they are not going to allow a teacher to continue employment if students are not in a safe environment. If behavior and expectations are addressed then all others eventually fall into place. I stress to beginning teachers to set goals, high expectations and the fact that high school students need and want structure.
Blog on present practices and reflection on professional learning communities and their assessment:
ReplyDeleteI agree with many previous contributors that behavior plans/expectations is a pressing need for most teachers, particularly newer ones. Classroom management, though taught in a few courses in the education curriculum, is something that really needs to be learned on the job. I believe that establishing an environment of mutual respect among students and between students and the teacher is critical to maintaining a safe and sane learning environment. That mutual respect can also be used to motivate students to achieve a teacher’s high expectations.
Actually, all of the present practices, curricular programs, behavior plans, lesson plan development, paperwork requirements, and hidden rules/school culture, can best be addressed in an atmosphere of collective responsibility. The development, implementation, assessment, and expansion of professional learning communities offers a results-driven approach to improvement of education on many levels. First, the shift away from an emphasis on teaching to an emphasis on measurable student learning helps us to hone in on the purpose of our efforts. Enhancement of student learning can occur best when teachers and school staff work as collaboratively as possible to improve all aspects of the education experience and take collective responsibility for the learning results. Frequent and varied assessments of student learning can be developed by the community, and the evidence-based results of those assessments can be collectively analyzed. Interventions can be jointly planned for those students who need more time or different learning opportunities. Enrichment activities can be planned for those students who “get it” and can be propelled along.
In such a collaborative community the strengths of both newer and older staff members could be utilized for collective improvement, and the weaknesses of both newer and older staff members would be reduced through the interaction and mutual responsibility. Theoretically, a culture of continuous improvement of the educational environment could be sustained, and students and teachers would both benefit.
Respectfully,
Dennis
Although each of the items mentioned is important, I feel that behavior plans and expectations are the most important for BTs to be aware. During their student teaching experience, many student teachers are placed with veteran teachers who teach upper-level classes with upper-level students. The cooperating teacher has his/her routines, practices, and policies already established before the student teacher begins the task of managing the classroom. The student teaching experience is often unrealistic so BTs are frequently surprised and frustrated by the behavior and ability levels of the students in the classes they are assigned to teach. First, a mentor must help his/her mentee prepare for what he/she may experience and encounter in today’s high school classroom. Then, a mentor must help his/her mentee to develop a behavior plan that he/she is comfortable with and that he/she can stick with throughout the semester. Lastly, a mentor must help his/her mentee develop solutions when problems arise. I feel that it is incredibly important for any teacher to feel comfortable in his/her classroom and to not dread working with a certain block of students. I feel that many BTs leave the profession because it is not at all what they expected, and they become too frustrated to continue with the profession. A BT must understand that many of today’s high school students are not “the student that he/she was in high school.” However, it is imperative to set high standards and expectations for any and all groups of students. A mentor should help his/her mentee to set high expectations and should help his/her mentee develop practices to help students meet those expectations.
ReplyDeleteElisabeth Turner
Lindsay Cox
ReplyDeleteAs a good mentor it is important to share all of those pieces of information. However, if I was only able to inform her of one of those sets of information, I would choose the hidden rules. Everything else can be found somewhere fairly easily and emails go out daily asking for you to do your attendance or asking you to send some type of paperwork, etc… but the hidden rules are the ones that you can’t get from anywhere/any place except someone who is working at the school. Therefore, I feel the mentor should be the one to make sure they are aware of how the school runs in general and how to get what they need when they need it.
Lindsay Cox
I think that behavior plans/expectations are the most important, because if a teacher does not have control of their classroom no learning will take place.
ReplyDeleteI believe that while all of these areas are important, a good behavior plan is key. If a teacher cannot maintain control in the classroom, learning is compromised for students.
ReplyDeleteEach of these areas is very important to the BT. Curriculum is after all what we are all about. You must be able to teach your material. Classroom management is key to new teachers. Students will be testing the limits from day one. But quite honestly, it is those hidden practices that mentors can be so valuable in helping the BT to understand. Where are things kept? Who do I see for what I need? Lunchroom procedures, parking lot issues, what do we do with the money?, all these policies and procedures that are key to completing our duties are very overwhelming to the new teacher. It is the whole package that will need to come together, but learning the pulse of the school will certainly make life easier.
ReplyDeleteIn my own personal experience, I found that Behavior Plans/Expectations was the hardest. In my student teaching experience, I had a very strict principal and students who gave me NO problems whatsoever. This school didn't have detention, ISS, nothing like that. So I had a very unrealistic view of teenagers. When I came to AC, I woke up to reality. Through my own mentor's and department head's help, I've gotten a handle on this. But my first year? Wow. I couldn't teach for dealing with the challenges the kids threw up in my face. I would hate to see that for my own mentee, but he hasn't had this problem at all. He is male and commands respect. He also knows the curriculum well and knows our school culture/"who does what" really well. Therefore, the only possible issue I see for him might arise in the area of lesson planning. To this end, we have already sat down together to do some long-range planning of what we'll teach in our second semester classes. We talked about what worked/didn't work in the first semester, gave each other ideas, and thought about how to best incorporate the literature, writing, grammar, and vocab. components of our classes.
ReplyDeleteBehavior Plans/Expectations is the area I would advise my mentee to master quickly. Without this everything else can be dificult. I would suggest warm up/bell ringer work to begin class, it will keep students focused on the material. Idle time can quickly get out of hand, so I suggest to over plan activities. The goal is to have bell to bell instruction.
ReplyDeleteAs most other bloggers, I agree that behavior and expectations are of utmost importance. Instructional time is quickly lost whenever behavior issues cause disruption. Also, realizing that a class may need to revisit the rules from time to time is important, particularly after times of transition or breaks.
ReplyDeleteI also feel it's important to make sure my mentee is aware of the hidden rules of the school...gently guiding them in the do's and don'ts!
In my opinion, effective classroom management strategies and skills are the most important abilitites a beginning teacher can have. After teaching for almost twenty-two years, I have learned that without effective classroom management strategies, teaching the curriculum effectively is almost impossible. Beginning teachers need to start the school year with a positive emphasis on classroom management and remember to be fair and consistent. If you're struggling with a difficult child or class, don't suffer in silence! Ask for advice/suggestions/help from your mentor, other teachers, administrators, etc.
ReplyDeleteI believe that successful behavior plans and classroom management are crucial for BTs to achieve. Behavior must be under control for students to learn. Hidden rules of the school are also very important for a BT to learn. As an experienced teacher moving from one school to another, I realied what a challenge this is. The BT should feel comfortable enough with their mentor to ask questions and seek quidance in this area at any time.
ReplyDeleteWhile I agree, I was surprised to see how many responders said that a behavior plan was the most important. I have seen first hand how an unruly classroom can harm the learning of the individuals in the classroom, but in the school. If a teacher can be consistent with their behavior plan, then learning can take place. When a behavior plan is inconsistent, students will push the limits over and over which hinders learning and can also make students feel unsafe in their learning environment.
ReplyDeleteHow We Do Things Around Here: I think for a new teacher the felling of fitting in must occur first. The mentee must know how the school works. Where things are, who to go to for help, where to find or how to get necessary materials to achive success. It seems crazy but even the anxiety at first of where to park and how to manage the cafeteria and where the restrooms are-This information leads to unecessary stressors from the beginning. After the kinks are worked out, everything else can begin!
ReplyDeleteI think new teachers need to know the ins and outs of the school, The possibility of knowing how the work is done in the school is awesome. All schools do things differently and the culture and dynamics are very different in each individual school. They should always be given the necessary materials that prove to be essential for the success in his or her classroom. All this information could start the year off with far fewer confused looks on the faces of new teachers. All things can begin in their classroom when they feel the loose ends are tied up. The rest of the process is simply teaching and fine tuning their trade.
ReplyDeleteI think hidden rules, school culture and how things work is very important. That is not usually taught in school. New teachers need to know how to interact with administration, faculty and staff. Sit in on ohter teachers classes if possible, collaborate with others.
ReplyDeleteAll areas of the plan are important, but the behavior plan is the most important. If a teacher cannot manage the behavior in their classroom, learning will have a hard time taking place. In middle school, BT's can get the support of their team as well as their mentor to know the expectations in the classroom as well as support when things are not going well. Secondly, the "hidden rules" are hard to know, but knowing who to ask when in question is good to know. Mentors can help BT's know who to ask when information is needed. Although not last, BT's need to know their curriculum to know what is important to focus. If the mentor is not in their area, other teachers in their curriculum area as well as their grade level would be a great resource. But whatever the BT needs, the mentor can give support. If the mentor don't know the answer, he/she will at least know more about the school as to where to find the answer.
ReplyDeleteAll are important. To the mentee, before school starts , you need to be informed of the ins and outs of the faculty and school. There have been times when I redirect a mentee to someone within the school who has a better understanding of the material inquired about. Know your school! As far as students are concerned-they need to know what to expect and what is expected of them. Behavior Plans and Expectations should be firmly in place on day 1! If you have lesson plans that meet the learning styles and diversity of your students, and a strong , solid behavior plan-you are good to go.
ReplyDeleteAt the High School BT's are almost like freshmen when coming in on the first few days of school. They are OVERWHELMED! I believe the most important thing we can help them with is classroom mgmt. strategies. This is new hardest thing for both new and seasoned teachers to deal with on a daily basis. Organization in my opinion is probably the next most important area of need for BT's. I have found that keeping two calendars of the upcoming month very helpful. One for class and the other for school related activities. It is also helpful for BT's to be made aware of those hidden rules. Who is in charge of what and maybe even the personalities of those people and what is the best way to approach those people.
ReplyDeleteI think that classroom management is the area that new teachers need the most help/support and preparation. Most teachers were in honors classes and think that those classes are how all classes function. They can be completely overwhelmed when they walk in a classroom and see students who may not want to learn or listen to what you have to say. I know that I was totally unprepared for that and it caused me a lot of frustration. Helping a BT establish a set up rules that work for them and questioning them about what they are going to do when certain scenarios come up. Students are going to push the limits and test you, if a BT can handle those tests they will find that most students will fall in line. If not it can become a very long semester. I have found that teachers who have the best classroom management skills normally have the most success. To that point, I think that a teachers management plan has to fit their style of teaching and be something that they are comfortable with. I think that most BT's know the content of what they are teaching and will succeed once it get's to content. You can not get to content unless you control behavior.
ReplyDeleteI feel, the "hidden" rules or ways of life are important to know at ACHS. The CTE department uses the states Elements website to do testing. Workshops and working side by side with my co-workers to prepare test, and evaluate the results which are very difficult to understand. Team work is essential. Knowing who to talk to about the test, which teachers utilize the the website, on line testing support is crucial.
ReplyDeleteAlso the "paper work" required, is often a maze. I've worked for the state for over 27 years and know that forms, paper work, "if it is not written, it is not done" documentation and how vital it is keep accurate records.
I feel the behavior/expectations and "how we do things here" are very important. Without a good solid foundation in behavior/expectations a classroom will not be successful. It is so difficult to "back off" from being too strict than it is to tighten up! Especially in the quick pace world of Elementary Music...a firm grasp is a must. A BT needs to come on strong so students will have structure right away. Knowing what is expected of them makes students work harder to be their best. Also, I feel like the "How we do things around here" is equally important especially in a situation where the teacher goes to more than one school. Every school can be so different as far as does and don'ts and the who and what can be trying to figure out. Just knowing the procedure for how to get paper for the copier can be tough! And when you are in a hurry, that's not the time to figure it out!!
ReplyDelete
ReplyDeleteBehavior Plans/Expectations are the hardest things for a new teacher to learn and the most important to establish early in the year. If a teacher is not able to have student behavior under control, then students are unable to learn. When behavior plans are put into action and work then learning can begin.
The curricular programs being taught must be understood in order to teach. The programs should help make life easier for the teacher once they know how to use the materials.
Jennifer M.
Curricular Programs
ReplyDeleteBehavior Plans/Expectations
Lesson Plan Development Requirements
Paperwork Requirements
Hidden Rules/ School Culture/ “How we do things around here…”
I think so many of these are egually important.
If BTs do not know what their expectations are in and out of the classroom, their learning environment will be affected. I've seen too many amazing teachers struggle with behavior plans. Behavior plans are not somwthing that is realy focussed on in college; and honesly, you don't understand until you have to experience the classroom behavior on your own. You have to learn that all plans do not work for all children, every year. The most important thing is to be consistant and ask for help when you need it.
NOT planning is not an option. With the essential standards and core curriculum one cannot plan the day of. With the new ideas there may be some day to day planning but there needs to be a focus with a light ahead as a goal.
I think the hiden rules and expectations go together. There are so many assumed ideas that are "just the way it is". Not all staff have the same experiences, learning the same techniques, share the same philosophy. These ideas need to be shared but are sometimes forgotten until a situation brings them to the surface. I think at this time it is hard to discuss why we do things this way or why we believe this way and also be open to new input.
Communication is the key to all of these areas. Communication through PLCs, grade level, curriculum..etc.
Hidden Rules/ School Culture/ “How we do things around here…”
ReplyDeleteK. Bolick said
I think for a new teacher the feeling of fitting in must occur first. The mentee must know how the school works. Where things are, who to go to for help, where to find or how to get necessary materials to achive success. It seems crazy but even the anxiety at first of where to park and how to manage the cafeteria and where the restrooms are-This information leads to unecessary stressors from the beginning. After the kinks are worked out, everything else can begin!
I couldn't put it any better! The first thing I do is take my mentee to every room to meet every staff member and explain what each of them is for. I try to cover all the ins and outs of how we do things from lunch procedures to playground rules. I remember my first year being in the WRONG place at the WRONG time because no one had told me that on a particular day our schedules changed. I felt very foolish and never want my mentee to feel that way. We will work the whole year on the "rest" and it will all fall into place.
Hidden Rules/ School Culture/ “How we do things around here…”
ReplyDeleteAngie Charles said:
"I think new teachers need to know the ins and outs of the school, The possibility of knowing how the work is done in the school is awesome. All schools do things differently and the culture and dynamics are very different in each individual school. They should always be given the necessary materials that prove to be essential for the success in his or her classroom. All this information could start the year off with far fewer confused looks on the faces of new teachers. All things can begin in their classroom when they feel the loose ends are tied up. The rest of the process is simply teaching and fine tuning their trade."
I couldn't say this any better. I agree 100% with Angie. Before jumping into academics I am sure my mentee knows all employees and what their job titles are and where to find things she may need. I also make sure she understands who to contact with specific questions. The rest of it will come together and will be reflected on daily throughout the year.
BT need to know behavior plans and expectations above all others. If the students do not know these, nothing else will fall in place. In Maslow's Heirarchy of Needs, we learn that a person is going to worry about their immediate comfort and safety before they worry about the lesson. Therefore, classroom management must come first. Students must know what to expect so that there are no surprises. If students don't have a structured environment it will cause havoc. Structured does not mean they can't have fun, just that they have to be to class on time, have the appropriate tools and attitude, be willing to work and follow the rules or be subject to the consequences. Treat students with respect and usually you will receive respect in turn.
ReplyDeleteIt is important for the BT to feel accepted by other staff members and feel they are a part of the team. If they feel like an outcast everyday, that adds to their stress level and is unnecessary.
ReplyDeleteThe BT also needs to know where materials are housed and what teachers may have certain things or advice they may need. Having all necessary materials, as well as training on those, is a must for BT, in order to implement any academic program efficiently. Learning what PBIS is and the model that your school uses is a must for behavior management. It's important to take a leadership role in some aspect and be a member of a committee, but not be pressured into being on every council/team your school has.
I believe that Behavior Plans/Expectations are a critical part of BT classroom success. Great teaching plans can be in place but without classroom management, learning can not occur. BT should be aware of what PBIS standards are set for the school and how to hold high expectations of students. While it is important to hold those expectations of students, BT should also be able to facilitate students ability to hold high expectations of themselves.
ReplyDeleteI also feel that school culture is a very important. BTs should be aware of the climate of the school and familiar with what the mission statement is. We focus on relationship building at SP and I feel it is very important for our new teachers to learn the importance of building relationships with kids.
I feel that it’s most important for A BT to know three things in conjunction: their content (Curricular Programs), classroom management (Behavior Plans/Expectations), and how their school and staff operate. I feel this is why the first semester is so challenging. A BT has to juggle all these things while trying to keep their feet on a firm foundation. It’s so much easier to take their experiences from the first semester of teaching and apply it to the second semester.
ReplyDeleteI feel that BTs have to know what they’re teaching to truly be effective. The kids need to buy into the program and be engaged in their learning. To do this, the BT also has to work on developing a classroom management style that works for their personality, the student population, and their subject area. An art classroom is vastly different from a Social Studies class. What works in one room might not necessarily work in another. Also, what works for one teacher in the same subject are might not work for another. The most challenging area for a BT to learn that they need to know is how their LEA functions. This knowledge is acquired mainly by going through the school year and tackling issues as they present themselves.
Of course at our school, like any school, we have certain requirements that pertain to classroom teachers. All subject areas must follow a curriculum map for their particular subject. The goal is for all grade level teachers of a subject to teach the same things and share resources. We are required to write the standard of focus from those curriculum maps on our daily lesson plans. As a team, we are required to complete and hold conferences on Personal Education Plans for all students who qualify. We are also required to communicate with parents through phone calls, newsletters and emails. Another program requirement is our discipline plan. We must keep up with a level system for all students and follow through with all paperwork or phone calls required. We are also required to follow the Building Based Student Support Team paperwork when referring a child for special testing. In addition to these requirements, there are also other “hidden” things that are expected from teachers in middle school such as attendance at ballgames, gate duty, dance duty and parent association meetings and events.
ReplyDeleteAll of these requirements are important for beginning teachers to be aware of because even beginning teachers are expected to do all of these things.
I feel the most important thing on this list for beginning teachers to be aware of are hidden rules/school culture. There are many things that are done in our school that we just expect people to know without being told. I remember on my first day of school I wore open toed shoes and someone said, “Gosh you are brave, already breaking the dress code”. I had no clue that we could not wear open toed shoes to work and I stressed out about it all day long. It was truly not a big deal but when you are first starting out a new job you do not need to stress about little things like clothes. I now make it point to tell new teachers about like dress code, call plus, workdays, etc. Things I wish I would have known about in the beginning to make their transition to a new work environment smooth. Mandy Barriger
ReplyDeleteI agree that there are some things that just cannot be learned. For example SP has very much a family atmophere where others schools may not. This is the very first thing I told my mentees. Also we now have a school-wide PBIS behavior plan This includes a video, expectations that must be posted, rewards that we recieve through pointer passes, and much more. I feel like mentees have to be told all of this information that others just assume they know. Also paper work has been a big issue. Anytime new paperwork is required I try to go over this weekly in our meetings so they are well informed.
ReplyDeleteI believe all of these to be important for BT's to know but I agree with a lot of the other bloggers in that knowing what is expected around the school is essential. I believe the most important aspect to making a BT successful is for he or she to feel like they "fit" in a school environment. I've seen what happens when a new teacher doesn't feel like they "fit". They are unhappy, unsuccessful and usually leave the school and sometimes the profession. I want my mentee to feel like they are among friends and feel comfortable enough to talk to me about issues they are experiencing. I try to inform my mentee about rules/expectations within the school. This includes things like duties, meetings, paperwork required by administrators, dress codes, sharing assistants, and most importantly how to get the custodians on your side!
ReplyDeleteI believe that having a behavior plan is the most important and hardest practice for a new teacher. Mastering control of your class will take you a long way in getting any task completed. If you establish respect for your peers and teachers upfront at the beginning of the year, students will carry that respect throughout the year. You have to be fair but firm- your students will know what to expect and what is expected and act accordingly.
ReplyDeleteAmanda Miller
I believe that all of these practices are important in their own way. A BT must be prepared every day with the knowledge to teach the appropriate curriculum to their students, and in order to do this they must have good planning. In order to be able to teach these good plans they must have a successful behavior plan in place. I do think that this is probably one of the hardest challenges for BT's. College does not do a very good job preparing students to develop their own behavior plans. Our school is presently using PBIS which gives these new teachers a place to start. Paperwork is a must. There is no way you can be a successful teacher if your paperwork is not done correctly and turned in on time. Our paperwork is so important because it involves our students 99% of the time. Finally, the school climate, which can often make or break a new teacher. If the BT comes from a school that is very supportive towards them this area will be easy, but if they come from a school where everyone looks out for themselves this can be a major challenge.
ReplyDeleteI agree with the bloggers that all of these practices are important for a BT to know about and master. I feel stongly about knowing the culture of the school and how to be a part of that culture! Teaching my mentee how to have a balance of these practices and how to prioritize I feel is important. There are many responsibilities of a teacher that a BT may not be aware of, and it differs from school to school and college really cannot prepare BT's for these things. So I feel it is important that the BT is not left in the dark with these things like paperwork, everyday duties, and various responsibilities! Collaboration is key and to teach the BT that they must work as a team and that we are all headed toward the same vision is also key!!
ReplyDeleteI feel that knowing the school culture and how things are done is essential for a BT to start their new position on the right foot. There are so many little things that people take for granted because they have done them for so long that a BT is simply not aware of. I felt it was very important to tell my mentee the very basic things the first few days before moving on to curriculum, etc. I think if they know how things operate and who to go to for help, they worry less about those things and feel ready to focus on helping students learn.
ReplyDeleteDanielle Stocks
One of the most important things a BT needs to know is what to teach and how. We have many curriculum programs including Math Investigations, Words Thier Way, Fundations, Daily 5, DGP, and Science Kits. It is also important to be familiar with the Common Core as the programs do not cover everything.
ReplyDeleteHaving a behavior plan in place is also very important. Students need to feel safe and be nurtured and teachers need to create an environment conductive to learning.
Being a BT can be very overwhelming it is also important to help make sure a BT knows what additional paper work is required and when and how to best complete it.
Bridget Horn
As a beginning teacher, there is a lot that they need to know. It seems as though they get overloaded sometimes, and probably a bit overwhelmed with everything they need to know. I think that all of the present practices are important for beginning teachers to know. The mentor has a responsibility to help ensure that the mentee meets all of these requirements.
ReplyDeleteI think the most important practice for a BT to be aware of would be the Hidden Rules/school culture/How things are done around here. It is overwhelming just thinking about preparing lesson plans and managing the classroom on a daily basis and sometimes just knowing who takes care of what in the school takes some time. I provided a list of staff responsibilities for my mentee that she could refer to at any time and we discussed many hidden rules and how things are done.I believe the most difficult thing for a BT is behavior management. You can model your behavior standards and expectations from another existing plan but ultimately you have to establish your own expectations and standards that you feel are suitable for you in your classroom. Different people may have a different style of behavior plans. You have to make it work for you.
ReplyDeleteI think that all of these things are very important to a BT, but behavior systems and hidden rules/school culture are most important.
ReplyDeleteHaving a successful behavior system is extremely important in establishing a productive learning environment. If the students don't have respect for you and your authority in the classroom, nothing is going to be accomplished. Your behavior system becomes the foundation for learning.
Teaching your BT about the school culture is also important because each school has its own unique hidden rules. From the chain of command when asking for supplies, to the best teacher to ask for advice on a particular computer program, they need to be able to come to you with any question that they have. Making them feel comfortable to ask even "silly" questions is what it is all about.
As others have mentioned in previous posts, I think that the hardest thing for a mentee to figure out is “who” has the most influence within the department/grade and school. It is not always a designated leader. A second thing to be aware of is the expectations – behavior and academics –- of your students and yourself. For students, let them know and constantly repeat what is academically expected of them. Tell them also what you expect of yourself as their teacher. Let your students know your behavior expectations and follow whatever the guidelines for behavior are at the school. As far as expectations for yourself – be the professional that you believe you are by dressing and acting appropriately. The last thing to consider is the amount of time required to prepare for classes, grading, and administrative tasks that no one tells you about.
ReplyDeleteHidden Rules/ School Culture/ “How we do things around here”
ReplyDeleteBehavior Plans/Expectations
While I believe that each of these are important to discuss with a BT, I feel like behavior plans & expectations and hidden rules/"how we do things around here"
are most important to cover first. A teacher must have a successful behavior plan and behavior expectations in place from day one in order to be able to teach effectively. If the BT can establish this, then the teaching will follow.
As for the hidden rules, as others have said, just like our students want to fit in and feel accepted, so do BTs. If we as mentors can help them make the transition to being a part of the team, then they can begin to feel more comfortable.
Which of the present practices do you believe are most important for BTs to be aware of? Why?
ReplyDeleteI agree completely with what Robbin had to say. As I write this, we are on the cusp of a new school year. When I think about what my BT needs to know, I see three distinct areas:
In the workdays leading up to the start of school, hidden rules/school culture is of utmost concern. There is so much to do during workdays, and those of us who have been at this (at the same school) for a while know exactly who to call, who to ask, who NOT to ask, where to go, etc. I may not anticipate all my mentee's questions about procedure/culture, but I will be sure she knows that all she has to do is ask (me or any other teacher), and we'll point her in the right direction.
If my BT does not know her content (curricular programs included), she's dead in the water. I will make sure she knows the programs that we are expected to use (grammar study, vocabulary program, etc). We are also working on co-planning lessons so our students can talk with each other about the literature that we cover. In doing so, I can help her be sure her content is solid, and she can pass along great ideas she's learned in college.
Finally, if she doesn't have control of student behavior, her content knowledge won't help her. I'll help her work through behavior plans, how to act/react in situations, etc. There are also procedures dealing with student office referrals that I want to make sure she is aware of.
Mainly, I want her to know that whenever she comes up against an obstacle, all she has to do is ask and we (fellow teachers) can help her. I want to be sure she knows that she's not in this alone.
~Beth Duncan
The beginning teacher faces a combination of challenges with using curricular programs while differentiating instruction, implementing behavior expectations, and administering assessment data.
ReplyDeleteThe teacher must learn the content, study the curriculum programs, and then teach lessons which are engaging and beneficial to all students. Differentiating instruction is a challenge for many beginning teachers because they must tailor the lessons to teach at each student’s instructional level.
Our school has implemented PBIS to encourage positive behavior throughout the school. The mentee must study and use the PBIS matrix to promote behavior expectations. A new teacher will need time to find the line between firm and loving discipline. They must reflect on ways to handle conflicts within the classroom and how to reinforce positive behavior habits.
Administering assessment data can also be challenging to a beginning teacher. There are specific guidelines in administering formal assessments. We must perform benchmark and county-wide tests, progress monitor depending on composite scores, and keep informal evaluations/anecdotal notes. Besides giving tests, the teacher should take the data and use it to drive their future instruction. These challenges can be overwhelming to beginning teachers. However, they will gain confidence and experience with each new day.
For mentees at ACHS, we have a pretty comprehensive teacher handbook. We have curriculum resources on our school’s web page, and there are new ones depth-charged onto us from DPI every time we turn around. So finding the necessary things are not too hard to do, provided one is computer literate and has the time. That last caveat might be an issue….
ReplyDeleteI think the most important practice for beginning teachers to be aware of is school culture/hidden rules. I think once you have a feel for the "lay of the land" all of the other areas will be much easier to handle. A beginning teacher needs to know where things are, how to get the supplies and materials they may need, procedures, duties, who can help in a specific area, etc. Once they are comfortable with the school and the people they work with, the teaching part will be must easier for them.
ReplyDeleteI think any new teacher coming into a new school needs to be aware of the school culture/hidden rules that the school has. Each school is unique with how things are done and knowing those rules can make life at a BT easier.
ReplyDeleteI agree with previous posts. There are so many "hidden rules" that teachers need to know. Even an experienced teacher coming into a new role can experience difficulties with ways that expectations differ from school to school. So many times, the more experienced teachers just assume that everyone knows what is expected and often the new teacher is clueless.
ReplyDeleteAssessment data and how and when to use it is also a huge part of a new teacher's experience. There are so many forms and tests that it can be overwhelming.
It is most important for BT's to be aware of behavior plans. Younger teachers mostly need guidance in this area. Particularly at the high school level, classroom management and behavior can often be a struggle.
ReplyDeleteBehavior Plans/Expectations
ReplyDeleteHidden Rules/ School Culture/ “How we do things around here…”
I feel that both of these are the most important for beginning teachers, especially at the start of the year. Professionally, without a proper behavior management system, the teacher will have a difficult time the remainder of the year. It needs to be in place and implemented from the fist day.
Personally, however, a teacher does need to be aware of the culture of the school and "how things are done" in order to fit in. It is an alienating feeling to "not know".
As many others stated, BTs need to have a good understanding of behavior and expectations. One of the first things BTs need to master for a smooth class is classroom management. Understanding how the school uses PBIS and being able to transfer that into their own classroom is important. Lessons and activities are great but without good classroom management and the establishment of high expectations for students, loss of precious instructional time occurs.
ReplyDeleteWhile all of these things are important to a beginning teacher, a strong behavior plan and hidden rules/school culture are most crucial to a successful start.
ReplyDeleteGood classroom management is essential to ensure a positive and productive learning environment. If the students don't accept and respect your authority, learning will not be achieved in the classroom.
School culture is also important to the beginning teacher. It is imperative for teachers to know who to go to for supplies, who handles technical problems, who will help with things that are needed and who not to ask. Each school is unique and handles situations differently so it is important teachers understand the culture in order to be successful.
It is evident that teachers have common ideas concerning this topic. I certainly agree that being able to manage the students in your classroom trumps the list. How can adequate learning take place if the entire room is out of control? Special education presents a very unique challenge in this area....I tell all beginning teachers as well as TAs that taking the time to build a relationship with each student is paramount to their success in the classroom. Doing so allows for that strong student/teacher bond and usually results in more positive behaviors (based on mutual respect and love).
ReplyDeleteClassroom management is such an essential part of a successful classroom and usually a huge struggle for a new teacher.
ReplyDeleteHigh expectations for all students are a must but how is a new teacher to implement this if he or she is unaware of all the hidden little rules and agendas that are present in all schools. We need to help ensure that this does not happen to our assigned BT. Open communication between the two of us is a necessity.
Learning can't take place in a classroom that is out of control. This is where a lot of beginning teacher's struggle and need our help. They don't want to come across as too strong nor too weak. This happy middle is difficult for a new teacher and as veteran teachers we can help them find this middle ground.
PBIS has been a successful way that our school has helped new teachers be successful classroom managers. Consistent rules and expectations are prevalent in our school and this has helped take the guesswork out of so many things new teachers encounter on a daily basis.
To me there are 2 areas beginning teachers need to know - Lesson Planning Requirements and Hidden Rules. Most BT had to write extremely detailed lesson plans in college but in the real world we don't do that, but they have to know what the principal is expecting to see when she checks them and what they need to have down so that they can effectively teach a lesson. They also need to learn how to get ready for the next week so that they aren't doing it each morning.
ReplyDeleteHidden Rules are big in all schools. BTs also need to understand that all schools aren't the same and that you can try things you did in student teaching or at other schools, but realize that when you see it's not working in your classroom now, you must change something to meet the needs of the population you are currently teaching.
I feel that the hidden rules, school culture, and how we do things around here are initially the most important things that I can help a beginning teacher with. A BT needs to get off on the right foot with all staff members and be aware of how the school operates if he/she wants to fit in. It is also very important for the BT to understand the types of students in the school--whether they come from low economic households, rural settings, highly-educated parents, or even in an area where sports programs are highly valued. All of these will have an impact on how the teacher manages her classroom instruction. These elements also go hand-in-hand with the area of requirements. The BT must know what is expected and required of him/her before they get frustrated and lose their enthusiasm for teaching.
ReplyDeleteI feel behavior expectation/management is the most important because if you cannot/do not have control of your students then it makes teaching very difficult. The beginning of every year is difficult to dive in and just teeach because you have to train your students. A BT needs to really work through there plan and expectations before beggining the year.
ReplyDeleteI agree with the majority of responses that classroom management is essential for learning to take place. PBIS helps set the expectations we all have within the classroom. No matter what kind of students you have, if there are too many distractions taking place learning will not occur. Most of the beginning teachers I have worked with in the past have not had any major issues with classroom management. They also have high expectations for their students which improves classroom management.
ReplyDeleteBDula
ReplyDeleteBeginning Teachers need to be aware of the behavioral plans and expectations. Students love teachers who are more their friend than their teacher. However, this type of relationship leads to difficulty in classroom management. Each student deserves to be treated in an equal and fair manner. Following the school behavioral plan allows beginning teachers to set a standard of behavior that is conducive to learning. Also, setting high expectations for all students sets the ground work to successful learning.
The most important, but sometimes the most difficult, practice is Behavior Management. The key to successful Behavior Management is structure and organization. When there is down time, the class can be become disruptive and off task and learning cannot occur. Being firm and fair with your class rules will ensure that students know your expectations and they are the same for everyone. Even young students respect a teacher that always expects them to do their best and treats everyone fairly.
ReplyDeleteA teacher who has poor behavior management will be unsuccessful. A teacher with poor curriculum development and instruction will be unsuccessful. A teacher who cannot manage and filter the “nonessential” expectations and who does not understand the school culture will drown and be discouraged. Therefore, they are all important and they are all interwoven. For example, a teacher who has highly engaging and effective lessons will also experience less behavior problems. A young teacher must learn early how to balance all responsibilities. I am an effective teacher, and I know what can be put on the back burner without affecting my students learning and achievement. That is why I am submitting this in late September. After speaking with my administration at ACHS, I made the conscious decision to place this task on the back burner.
ReplyDeleteEric Walker
Behavior management is the most important. You may have the best lesson in the world planned but unless you have your students' focus the lesson is of no value. Set your rules and procedures and spend time teaching these at the beginning of the year. Make sure your students know what is expected of them. Down time can be a teacher's worst enemy so have ideas of what you can do if a lesson finishes early.. Use brain breaks for those times and when students lose their focus.
ReplyDeleteI think that one of the most important practices for a beginning teacher to work on is classroom management. It is so important that a behavior plan is in place on the first day of school and that students are aware of your expectations. This may be difficult as a beginning teacher because of the uncertainty of what works and what does not. It is okay to change your behavior system from year to year as you learn what works best for you. It is also okay if it is different from someone else’s behavior system. You have to do what works best for you!
ReplyDeleteI also feel that it is important for beginning teachers to be aware of the school culture. I feel that one of the jobs of the mentor is to help the mentee make a successful transition to the school and to make this process as easy as possible.
Emily Schwandt
My advice to any beginning teacher is to develop a good behavior policy. In order to do this, I would suggest that all beginning teachers ask experienced colleagues for advice, ponder all the suggestions that they glean from this, and then work to find a plan that they see as workable. It may not be perfect the first year. Unless the behavior plan turns out to be a catastrophe, don't waiver from it during mid-stream; the students need consistency and the beginning teacher does not need to be seen as struggling. I would also advise beginning teachers to strive to handle minor infractions "in house" but not to be afraid to ask the administration and colleagues for advice and help.
ReplyDeleteI believe all of the best practices mentioned above are extremely important. BT's need to me introduced to the curricular programs the school uses and made aware of what the school has so he/she knows what she/he is expected to teach. It also gives the BT an idea of what resources are available. Without good classroom management, safety and learning become concerns. Learning can't occur if the environment is unsafe and in chaos. A behavior plan must be in place and followed. The BT needs to know about PBIS and the expectations that have been set forth in the school. At our school teacher's are allowed to choose their lesson plan format. However, a mentor should show the BT some options (planbook, computer templates, online programs) and help the teacher get started in planning. The amount of paperwork we are required to do can be overwhelming. It is important to spend time with the BT going over what is expected and a plan for carrying out the paperwork and organization of the paperwork. In some cases, training will be necessary. As a mentor I would be active in helping make sure the BT gets the training. In the first few days of the BT being at the school, the hidden rules should be gone over. I think it's good to take a tour of the school together just to go over some of the hidden rules and how certain procedures are carried out that we often take for granted (ex: how students enter/exit the cafeteria).
ReplyDeleteWhich of the present practices do you believe are most important for BTs to be aware of? Why?
ReplyDeleteI think as a beginning teacher begins his/her career that they need to feel comfortable in his/her environment. Understanding "how we do things around here" would help establish comfort for the beginning teacher. All other components are of equal importance though. Curricular Programs, Behavior Plans/Expectations, Lesson Plan Development Requirements
and Paperwork Requirements are all significant in helping a teacher become successful, which in turn affects student success. These components can be very overwhelming, especially in the beginning, so as a mentor, helping a beginning teacher understand these areas would hopefully help them understand and learn about each thing in order to become successful. A mentor should be there to guide along the way as well. This would be helpful as the new teacher begins to encounter each area.
A teacher’s first year can be very overwhelming. I feel it is very important for someone to “show them the ropes” when it comes to how things are handled at that particular school. Knowing where to go for supplies, which colleagues are willing to help and which aren’t, who to speak to with technology issues, etc. can help a first year teacher to become more comfortable and confident. Every school has their own culture, and I have even seen experienced teachers struggle with this aspect when moving to a new school. Outside of these things, I feel like it is very important for a beginning teacher to develop an effective discipline policy and stick to it. Early in their careers many teachers fall into the trap of wanting to be liked by their students. This is often confused with respect. One of the most important things I have learned in my career is that students actually want those boundaries and limits, and will more often than not respond positively to their enforcement.
ReplyDeleteJosh Williamson
Each school has its own hidden rules. Its important that the BT be aware of what the Principal expects from them and how to be a team player. Working with a BT I always try to explain the culture in which we teach in. I feel by knowing how the community works with the school is a priority. Being an EC teacher, paper work is also a top priority. Collaborating with others in the building is an essential way of understanding the hidden rules. Getting involved in extra curricular activities is a good way to see both staff and students interact in a different setting.
ReplyDeleteWhile I believe all of these are important, I think establishing an effective discipline policy for one's classroom is the most important. You want to start on the right foot, first day with your students. They need to understand expectations and boundaries, rewards and consequences for behaviors, etc., from the beginning. All of the other items in the list the mentor and mentee can work on along the way.
ReplyDeleteWhile I believe all of these are important, I think establishing an effective discipline policy for one's classroom is the most important. You want to start on the right foot, first day with your students. They need to understand expectations and boundaries, rewards and consequences for behaviors, etc., from the beginning. All of the other items in the list the mentor and mentee can work on along the way.
ReplyDeleteAs many others have commented, trying to narrow down to just one aspect from these choices is difficult. However, I would classroom discipline and hidden expectations are at the top of the list. I was once told, "Be mean the first month so they know you're serious about learning." What garbage! THAT is not a piece of advice I pass along; I believe that consistency in the classroom is the key to strong classroom discipline. Students must have clear and concise expectations in the classroom to flourish. It is imperative they see that actions have consequences; both good and bad. Too often we focus on rules, but positive guidelines are just as effective. Additionally, students are at school to learn and a chaotic environment doesn't contribute well to learning. However, chaos to one teacher isn't the same to another. An active classroom with clear expectations can be a well-managed, productive room. Mentors can help BTs determine what their comfort level is to facilitate learning.
ReplyDelete- Anita Whitehurst
Beginning the year with very clear expectations and structured routines makes for a much smoother year. Consistency and follow through are key to a teacher's success. The following is a brief overview of what our school uses in the following categories:
ReplyDelete• Curricular Programs: We follow an adjusted common core. Math is EngageNY. ELA uses WWTW. Teachers are free to select materials that enhance the required curriculum.
• Behavior Plans and Expectations: We have PBIS in place and this is a work in progress. There is a behavior matrix and a PRIDE acronym that governs our discipline procedures. Teachers have their own behavior plans in their classrooms and on different teams, such as demerits and wipe outs.
• Lesson Plan Requirements: Teachers are required to be well planned based on data and needs of students. Some teacher use an online program called Planbook.edu
• Paperwork requirements: We are working as a school to strengthen our RTI paperwork and procedures. Other paperwork is due as requested by the administration. Check email twice daily to be updated on requirements.
• How do things run around here? Nikki McLain is the go to person in the office for daily procedures. If you are struggling to get assistance or materials or if you have a question, our principal, Dr. Lisa Harrington, knows how to make things happen. If it affects our students, she will act immediately.